Keywords
ECOE; Docencia; Conocimiento; Prácticas; Fiabilidad.
How to Cite
Abstract
Structured Clinical Exam (OSCE) uses standardized content and procedures to assess students across multiple domains of learning. The study is aimed to assess knowledge, attitudes, practices and observations of dental faculty on OSCE. The survey was distributed into dental faculty members in randomly selected government and private institutions in Saudi Arabia. The questionnaire was pre-tested and consisted of 4 categories including general characteristics of respondents, knowledge on utility of OSCE in curriculum and it’s reliability, attitudes regarding OSCE on a 5 point Likert scale, practices and observations on OSCE on Multiple choice questions (both single answer and multiple answer) and responses on a 5 point Likert scale. The sample size was determined to be 93 and the survey was sent electronically to 10 institutes. 101 complete responses from 7 institutions were considered from the 122 received. Faculty participation in OSCE was high within evaluators 94% (n=94) and administrators 61% (n=61). Majority of respondents (62%) believed that OSCE is most suited for competency based education, to assess cognitive skills (73%) and diagnostic interpretation (79%). Reliability of OSCE can be increased by standardization of evaluators (77%) with highest number believing that 6-8 stations (42%) are the minimum required in an OSCE. Institution guidelines (49%) coupled with workshops (47%) was the preferred method of preparation for OSCE. Majority felt that OSCE is most suitable for high stakes exams (mean=3.37) and it is an indispensable part of dental assessment (mean=3.78). Minimum number of stations for adequate reliability was reported to be lesser that in reported literature, specially so for high stakes assessments. Logistics required for arranging an OSCE and difficulty in standardized patients, may suggest that OSCE should be used in select situations.
References
Turner J.L., Dankoski M.E. Objective structured clinical exams: a critical review. Fam Med. 2008 Sep 1; 40 (8): 574-8.
Zayyan, Marliyya. “Objective structured clinical examination: the assessment of choice.” Oman Med J 2011; 2: (6) 219-22.
Harden R.M. What is an OSCE?. Med Teach. 1988 Jan 1; 10 (1): 19-22.
National Dental Examining Board of Canada available at: https://ndeb-bned.ca/en/accredited/osce-examination
Shumway J.M., Harden R.M. Association for Medical Education in Europe (AMEE) Education Guide No 25: The assessment of learning outcomes for the competent and reflective physician. Med Teach. 2003; 25 (6): 569-84.
Vanka A., Wali O., Akondi B.R., Vanka S., Ravindran S. OSCE-A New Assessment Method for Pharmaceutical Education. Indian J Pharm Educ. 2018 1; 52 (4):S1-6.
Boursicot K., Kemp S., Ong T.H., Wijaya L., Goh S.H., Freeman K., Curran I. Conducting a high-stakes OSCE in a COVID-19 environment. Med Ed Publish. 2020 27; 9.
Schoonheim-Klein M., Walmsley A.D., Habets L.L., Van Der Velden U., Manogue M. An implementation strategy for introducing an OSCE into a dental school. Eur J Dent Educ. 2005 ; 9 (4):143-9.
Zartman R.R., McWhorter A.G., Seale N.S., Boone W.J. Using OSCE-based evaluation: curricular impact over time. J Dent Edu. 2002; 66 (12): 1323-30.
Carraccio C., Englander R. The objective structured clinical examination: a step in the direction of competency-based evaluation. Arch Pediatr Adolesc Med. 2000; 154 (7): 736-41.
National Qualifications Framework for Higher Education in the Kingdom of Saudi Arabia. National Commission for Academic Accreditation & Assessment. Available at https://www.mu.edu.sa/sites/default/files/National%20Qualifications%20Framework%20for%20HE%20in%20KSA.pdf
Khan K.Z., Ramachandran S., Gaunt K., Pushkar P. The objective structured clinical examination (OSCE): AMEE guide no.81. Part I: an historical and theoretical perspective. Med teach. 2013; 35 (9): e1437-46.
Miller G.E. The assessment of clinical skills/competence/performance. Acad Med 1990; 65: S63-S67.
Baharin S. Objective structured clinical examination (OSCE) in operative dentistry course-its implementation and improvement. Procedia-Procedia Soc Behav Sci 2012; 60: 259-65.
Mosssey P. Scope of the OSCE in the assessment of clinical skills in dentistry. Br. Dent. J.2001; 190: 323-6.
Turner J.L., Dankoski M.E. Objective structured clinical exams: a critical review. Fam Med. 2008; 40 (8): 574-8.
Park S.E., Kim A., Kristiansen J., Karimbux N.Y. The influence of examiner type on dental students’ OSCE scores. J Dent Edu. 2015; 79 (1): 89-94.
Boulet J.R., McKinley D.W., Whelan G.P., Hambleton R.K. Quality assurance methods for performance-based assessments. Adv Health Sci Educ Theory Pract 2003; 8 (1): 27-47.
Newble D. Techniques for measuring clinical competence: Objective structured clinical examinations. Med Educ 2004; 38: 199-203
Roberts C., Newble D., Jolly B., Reed M., Hampton K. Assuring the quality of high-stakes undergraduate assessments of clinical competence. Med Teach 2006; 28: 535-543.
Khan K.Z., Gaunt K., Ramachandran S., Pushkar P. The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part II: organisation & administration. Med Teach. 2013; 35 (9): e1447-63.
Gibbs A., Christ A. The Ethics of Using a Live Patient for Dental Board Exams. Available at : https://scholarscompass.vcu.edu/denh_student/17/
Formicola A.J., Shub J.L., Murphy F.J. Banning live patients as test subjects on licensing examinations. J Dent Edu 2002; 66 (5): 605-9.
Gerrow J.D., Murphy H.J., Boyd M.A., Scott D.A. Concurrent validity of written and OSCE components of the Canadian dental certification examinations. J Dent Edu. 2003; 67 (8): 896-901
Graham R., Bitzer L.A., Anderson O.R. Reliability and predictive validity of a comprehensive preclinical OSCE in dental education. J Dent Edu 2013 ;77 (2):161-7.
Lele S.M. A mini OSCE for formative assessment of diagnostic and radiographic skills at a dental college in India. J Dent Edu. 2011; 75 (12): 1583-9.
Brazeau C., Boyd L., Crosson J. Changing an existing OSCE to a teaching tool: the making of a teaching OSCE. Academic medicine: J Assoc Am Med Coll. 2002 Sep; 77 (9): 932.
van der Vleuten C.P.M., Swanson D.B. Assessment of clinical skills with standardized patients: state of the art. Teach Learn Med 1990; 2 (2): 58-76.
Graham R., Bitzer L.A., Mensah F.M., Anderson O.R. Dental student perceptions of the educational value of a comprehensive, multidisciplinary OSCE. J Dent Edu 2014; 78 (5): 694-702.